Hossam Badrawi Official Website
There is no doubt that when talking about education in Egypt, we have only one option that determines our approach, which is that the Egyptian people deserve real and tangible achievement in the field of education and human and human development. Out of our belief that the strength of Egypt lies in the strength of its people, and the strength of its people can only be achieved by continuous work to establish a general framework for development, increase awareness and raise the level of knowledge and skills for this people, and that the only way to achieve this is through education, culture and meaningful information. Education was, is, and will remain the most important axes of development all over the world. From here came our belief in the importance of having Egypt’s Vision 2030 in education as a means of sustaining research and development strategies, creativity and continuous innovation in response to the hopes of the Egyptian people, bearing in mind that the vision has no value except with the conviction of society and the commitment of successive governments to implement it and deal with its axes as the constitution of education in Egypt.
The preparation of this vision did not come with an individual action, but rather came as a result of the effort of a team of seventy experts, politicians and professionals, each in his field, at the invitation of the Ministry of Planning and with special coordination from it. This committee met over 14 months in more than 23 documented meetings, and the opinion of more than half was surveyed One million citizens on social networks so that the vision comes as a representation of the hopes and aspirations of everyone. It has been developed in a professional format that is easy to apply and follow up on its implementation. The responsible committee has collected all the previous work in this regard and the policies and strategies that have been developed over the years, and discussed the best in them and reviewed the reasons for not achieving them in an attempt to have a tangible effect this time. In the community.
Since the vision must be sustainable, the committee has set a general framework for reviewing it every time period (five years) in order to ensure that its implementation strategies include what is new in the world of knowledge on the one hand, and the challenges and obstacles facing the application on the other hand. Despite all this, successive governments during the past five years have not fully adhered to it, although this vision is referred to as headings in the reports of those governments and in the budgets submitted by them to Parliament.
In view of our firm belief in the importance of the role of civil society, which has already been represented in the formulation of the vision and its axes, we have presented to the Ministry of Planning our desire to support the state in reviewing the extent to which its vision is achieved, by establishing an education observatory to follow up the implementation, taking into account the main and subsidiary objectives of the vision and indicators for measuring its application and effectiveness.
Weak human capabilities are antithetical to development, as it is more severe and affects all aspects of life, because it limits the capabilities of citizens and society as a whole to make better use of their human and material resources alike, so that Egypt can advance its human resources to achieve comprehensive development.
Our belief in the priority of education does not come because education is one of the most important services that any government in any society undertakes to provide to citizens, but as a right of every child and youth, every family and small community, and every Egyptian citizen, man or woman, at all ages and at all times.
Education must be viewed through a developmental concept that links the future of this nation intrinsically to the development of the Egyptian human being to be a builder of civilization and a promoter of culture. This priority is the result of scientific and historical studies and research that confirm that Egypt is a gift to the Egyptians, and that human development and capabilities have a major gateway to education.
Egypt’s Vision 2030 in Education
And let me remind you for the tenth time that commitment to a well-known, clear and comprehensive strategy is extremely important. And that construction cannot achieve a goal if we start over with every government.
The vision is for education to be available to all without discrimination, with high quality within the framework of an efficient, fair, sustainable, and flexible institutional system that is based on the technologically and digitally enabled learner and teacher, and contributes to building the integrated personality in all its aspects, and releasing its capabilities to the fullest extent to become a proud citizen. Enlightened, creative, responsible, capable of pluralism, respectful of difference, proud of his country’s history, passionate about building the future, and able to compete with regional and global entities.
And the formulation of this vision in its final form helped to be divided into 5 main pillars:
The first axis: Education available to all, of high quality, without discrimination.
The second axis: the existence of an efficient, fair and sustainable institutional framework for the management and governance of the education, research and development process at the central level down to the decentralized level in the governorates, leading to the management of schools.
The third axis: technological and digital empowerment of the student, student, teacher and teaching staff in the school and university, and the development of teaching methods and methods, research and evaluation.
The fourth axis: building the integrated personality of the student and the student in all its aspects to become a citizen who is proud of himself, enlightened, creative, proud of his country and its history, passionate about building its future, capable of difference and capable of pluralism. Note that this cannot be done without culture, art, music and sports.
Fifth Axis: The graduate should be an initiator who has the ability to adapt to the changes around him, to create new job opportunities, and to be able to compete with his peers at the local, regional, and global levels.
Perhaps the philosophy of dividing the vision into five axes comes for several logical reasons, the most important of which is that the vision becomes more understandable and clear to the community, and it also facilitates its follow-up and monitoring of implementation using agreed measurement indicators.
Each axis is divided into several sub-goals, and each sub-goal falls within and from which a set of performance indicators emerges. Perhaps this depth of detail was provided by the group of experts who formulated Egypt’s Vision 2030 in the education axis in order to become a road map with clear and defined frameworks. Successive governments merely formulate an executive procedural plan for each axis, with its objectives and indicators, including the time frame for implementation, defined by
These are the budgets and the cost necessary for this, as well as the responsibility for implementation by the ministry’s apparatus, but most importantly of all, the formulation of success indicators that serve as clear evidence of the extent of progress being made for each indicator and each goal for the same axis so that the observer and the concerned person can issue a transparent judgment on the performance of the government’s executive apparatus in Achieving the vision, and facilitating the work of all parties that carry out monitoring and follow-up procedures, as is the case in all successful institutions in the world, within a framework of transparency and integrity.
This falls under these axes or pillars previously mentioned sub-goals and then measurement indicators as I said, then the expected time period for implementation as stated in the document and then the results of monitoring, and this division came so that we can simplify the follow-up and make it understandable to the community, and monitor the implementation using agreed measurement indicators.
Without monitoring, analysis, and straightening the path, the vision and declared goals for the development of education become ink on paper, and it must:
■ Monitoring the efforts of state agencies in implementing Egypt’s Vision 2030 in the axis of education, research and development and issuing a semi-annual report in June, and an annual report in December of each year until 2030 to be published for those interested.
■ Review what has been implemented in the education axis every 5 years, in light of the goals and objectives of Egypt’s Vision 2030, to put points and a new beginning if necessary.
■ Monitoring the gaps between the plans of the concerned ministries and the announced strategy, and the objectives of Egypt’s Vision 2030 in development.
■ Monitoring the reasons for not achieving the goals within their time frame.
■ Participate in reviewing the vision and the strategies stemming from it every period of time so that they can be developed, if necessary, in light of the development in the world.
Don’t you see with me that this is clear and feasible!!.
The follow-up body should be independent of the ministry, so I appeal to the Ministry of Planning, the Central Agency for Mobilization and Statistics and the state to support us as a civil society in activating the observatory to follow up on the state development plan and follow up on its implementation.
